Mariana Serra
Biodata
Mariana Serra is an Argentinian teacher of English and a licentiate in English (Universidad Nacional del Litoral). She holds a diploma in E-learning and distance learning (Universidad de San Martín) and she is attending an MA Program in Applied Linguistics. For professional development purposes, she has studied in the USA (San Diego State University) and won a scholarship to study in Spain (Rotary International). For over ten years she has worked in universities and secondary schools teaching English as a foreign language, and she has worked as a Head of Department coordinating and monitoring secondary school teaching for several years. Her interests are in Applied Linguistics and Materials Development.
Carina Mariel Grisolia
Biodata
Carina Mariel Grisolia lives in the northwest of the province of Buenos Aires in Argentina. She holds a Masters in Teaching English as a Foreign Language and another Masters in Teaching Spanish as a Foreign Language.
She has been a teacher and a teacher trainer of English as a Foreign Language for over 15 years, training teachers and trainers in Argentina and elsewhere in Latin America. Her passion is virtual education and she has been part of international cooperation projects based in Europe. She has worked for several universities and organizations around the world designing and implementing virtual courses and assessing e-learning quality.
Effectiveness of Praise-Question-Encourage (P-Q-E) commenting guidelines during teacher-written feedback on EFL learners’ rewrites: a case study
This action research case study was designed to assess the effectiveness of formative teacher-written feedback on the rewrites of five seventeen-year-old EFL learners attending fifth year at a state secondary school in the rural area of Rafael Obligado, Argentina. Multi-draft writing was implemented and Praise-Question-Encourage commenting guidelines were used while formative feedback was conducted on the developing writers’ early drafts. Content was prioritized in the early drafts to engage the subjects in deep-level revision of their rewrites. A questionnaire was administered to the learners before, during and after the study and journal entries were recorded by the students themselves. The results showed that the proper implementation of formative teacher-written feedback helped students to foster the skills and habits needed for draft revision at a deep level. It also helped teachers to adjust their conflicting roles as collaborators and evaluators.